Analyzing the implicit knowledge model and examining implications in that medical education

In medical education, the exclusive role of explicit knowledge has been emphasized, and tacit knowledge has been driven to the irrational, even mysterious, sphere of thought. The issue is why physicians and policy makers in the field of health and medicine, based on a long tradition, regard the components of tacit knowledge as unpleasant and unfamiliar. In their view, contrary to explicit thinking, the concepts of this type of knowledge are obscure or unobtrusive.

Evaluation of an alternative model for clinical diagnosis has important implications and results in medical education. This study demonstrates the disadvantages of the conventional model in explicit knowledge-based medical education that has no place in physicians' tacit knowledge. By analyzing the tacit knowledge components, including observation, training and narrative, an alternative model of tacit education model in medicine is proposed.

The dominant approach to this research is qualitative. In this research, conceptual analysis method has been used. The purpose of this paper is to clarify the concept of medical education as an implicit knowledge gate. In this method, the concepts used in a new structure are analyzed and redefined.

The tacit teaching model is a suitable method for moderating reductive and quantitative approaches in medicine. This type of attitude derived from tacit knowledge should consider motives, beliefs, aspirations and personal connections as the main and tacit basis of the medical education system.